CORRECTION OF EMOTIONAL REACTIONS TO FAILURE IN CHILDREN OF OLDER PRESCHOOL AGE WITH DISORDERS OF COGNITIVE DEVELOPMENT AS A SUBSTANCE OF ESTABLISHMENT OF EDUCATIONAL MOTIVATION

Abstract

It is shown that children’s success in completing tasks is determined not only by their knowledge and abilities, but also by motivation, attitudes and emotional reactions. The classical provision about the zone of immediate development should be understood more broadly than it was done before, it is advisable to include in this concept the zone of immediate emotional and motivational development of a child with cognitive development disorders. Based on this, the methodological complex for the formative experiment should take into account the emotional and volitional characteristics of the child, since they provide a variety of options for readiness for schooling. The most adequate method of studying the zone of immediate emotional and motivational development of older preschool children with impaired cognitive development is a systematic, long-term study. It has been established that one of the essential features of the behavior of older preschool children with disorders of cognitive development during a diagnostic examination is such reactions to failure that lead to a refusal to answer or perform tasks, nonsensical answers, vegetative reactions, which actually complicates or in some cases makes assessment impossible level of motivational development. An attempt was made in the conditions of a long-term study to form adequate reactions to failure in older preschool children with cognitive development disorders, i.e. reactions that would not lead to giving up an activity, but on the contrary, would motivate the child to continue it. The factor that causes negative emotional manifestations in intellectual activity is the emergence of a negative emotional prediction of the situation. That is why corrective work should be aimed at changing the emotional prediction of the situation. The emergence of a positive emotional prediction of the situation is determined both by the meaningful side of the activity and by the formation of adequate reactions to failure and the availability of means of escape from it. It was found that an important means of influencing a child’s emotional prediction of a situation can be a long joint activity with an adult, within which the child gradually learns to move from a situation of absolute success to actions in a situation of failure. An important condition for the success of emotional learning is that it can be interrupted only by a positive emotion.